Autobiographical Memory and Past Time Reference

Weist, Richard M.; Zevenbergen, Andrea A.

doi:10.1080/15475440802293490

Cited by 46 publications

(22 citation statements)

References 30 publications

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“…Between two and three years of age, children typically use both past and future tense and start to use temporal adverbs to make reference to temporally distant events. Studies of children's autobiographical memory consistently suggest that children of this age can provide at least some details of remote past events, and can use the past tense to do so (e.g., Peterson, 2002;Peterson & Rideout, 1998;Weist & Zevenbergen, 2008). By the time children are three, they can provide (albeit often sparse) information about events due to occur at some point in the future using the appropriate tense (e.g., Hayne et al, 2011;Quon & Atance, 2010).…”

Section: Stage (B): Event-based Time (2-3 Years)mentioning

confidence: 99%

The Development of Temporal Concepts: Learning to Locate Events in Time

McCormack¹,

Hoerl

2017

Timing &Amp; Time Perception

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A new model of the development of temporal concepts is described that assumes that there are substantial changes in how children think about time in the early years. It is argued that there is a shift from understanding time in an event-dependent way to an event-independent understanding of time. Early in development, very young children are unable to think about locations in time independently of the events that occur at those locations. It is only with development that children begin to have a proper grasp of the distinction between past, present, and future, and represent time as linear and unidirectional. The model assumes that although children aged two to three years may categorize events differently depending on whether they lie in the past or the future, they may not be able to understand that whether an event is in the future or in the past is something that changes as time passes and varies with temporal perspective. Around four to five years, children understand how causality operates in time, and can grasp the systematic relations that obtain between different locations in time, which provides the basis for acquiring the conventional clock and calendar system.

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Section: Stage (B): Event-based Time (2-3 Years)mentioning

confidence: 99%

The Development of Temporal Concepts: Learning to Locate Events in Time

McCormack¹,

Hoerl

2017

Timing &Amp; Time Perception

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“…Thus, according to Mark Howe's assessment, the linguistic capacity to freely establish reference time, i.e., specify the temporal context for to-be-remembered episodes, will not influence the development of autobiographical memory. However, Weist and Zevenbergen (2008) found that evidence for the RT system co-varies with evidence that children "re-experience" episodes, and the notion of re-experiencing is one hallmark of autobiographical memory. The research on the structure of recounting prior experiences and research on telling stories in early childhood has also linked language to autobiographical memory.…”

Section: Early Childhood Conceptual Developmentmentioning

confidence: 97%

“…An important innovation in the child's temporal system occurs when she/he can establish remote intervals of temporal reference, and this innovation was referred to as the "Reference Time (RT) System". Among other indicators of the RT system, children begin to utilize adverbial clauses to locate reference time, e.g., at 3;0, Matty said "Yeah but when trying to catch daddy, daddy put me under the water" and at 2;6 Emily said, "When I'm done playing, I can have my sucker" (see Weist & Zevenbergen, 2008). Hence, this paper investigates how the ET and the RT systems develop in child language and evaluates the cognitive implications.…”

Section: Temporal Systems Theorymentioning

confidence: 99%

“…ET to RT system: Re-/ pre-experiencing episodes Weist and Zevenbergen (2008) investigated temporal reference in 10 children acquiring English in the age range from approximately 2 to 5 years of age. The study focused on past time reference, but there were some comparative observa- * The initial occurrence of these adverbs always involved a tense-adverb deictic contradiction.…”

Section: The Emerging Reference Time (Rt) Systemmentioning

confidence: 99%

“…Information from the conversational context reveals that they are gradually gaining the capacity for conceptual time travel into the past. Weist and Zevenbergen (2008) provided some limited evidence for future reference and potential pre-experiencing episodes by analyzing "non-past when-sentences". Non-past when-sentences were acquired at 3;4 and used for future or timeless reference with some evidence for pre-experiencing an episode (see also Weist, in press).…”

Section: The Emerging Reference Time (Rt) Systemmentioning

confidence: 99%

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Developing Temporal Systems

Weist

2014

Psychology of Language and Communication

Self Cite

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This paper reviews a body of research that reveals how children acquire the capacity to express the temporal location of episodes that they remember and those they anticipate for the future. The paper shows how the child's knowledge of language structure provides a window on the conceptual development of memory processes and the capacity for conceptual time travel away from the conversational context of the speech act.

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Psych verbs, the linking problem, and the acquisition of language

et al. 2016

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In acquiring language, children must learn to appropriately place the different participants of an event (e.g., causal agent, affected entity) into the correct syntactic positions (e.g., subject, object) so that listeners will know who did what to whom. While many of these mappings can be characterized by broad generalizations, both within and across languages (e.g., semantic agents tend to be mapped onto syntactic subjects), not all verbs fit neatly into these generalizations. One particularly striking example is verbs of psychological state: The experiencer of the state can appear as either the subject (Agnes fears/hates/loves Bartholomew) or the direct object (Agnes frightens/angers/delights Bartholomew). The present studies explore whether this apparent variability in subject/object mapping may actually result from differences in these verbs’ underlying meanings. Specifically, we suggest that verbs like fear describe a habitual attitude towards some entity whereas verbs like frighten describe an externally caused emotional episode. We find that this distinction systematically characterizes verbs in English, Mandarin, and Korean. This pattern is generalized to novel verbs by adults in English, Japanese, and Russian, and even by English-speaking children who are just beginning to acquire psych verbs. This results support a broad role for systematic mappings between semantics and syntax in language acquisition.

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Autobiographical Memory and Past Time Reference

Cited by 46 publications

References 30 publications

The Development of Temporal Concepts: Learning to Locate Events in Time

The Development of Temporal Concepts: Learning to Locate Events in Time

Developing Temporal Systems

Psych verbs, the linking problem, and the acquisition of language

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